Styling the periphery: Linguistic and cultural takeup in Bangladesh and Mongolia

Focusing on online interactions among young adults in Bangladesh and Mongolia – two countries located politically, culturally and economically on the Asian periphery – this paper looks at how young adults use linguistic and cultural resources in their online interactions as part of a complex and emergent stylization of place. On the one hand, they appropriate the cultural and linguistic flows according to their locations and engage in a playful stylization and reconfiguration of what the local means. On the other hand, they engage in stylization and reflexive language use, often involving exaggerated linguistic variation, mixing, and other semiotic resources in order to produce and perform a range of social and cultural identities. The paper hence shows how the circulation and takeup of popular cultural flows around Asia can involve diverse processes of linguistic and cultural stylization.     

Gentlemanly gender?Japanese men's use of clause‐final politeness in casual conversations1

Much of the Japanese language and gender literature discusses the differential use of polite language by women and men. The exchange of non‐reciprocal clause‐final speech levels is typically taken as a sign that interlocutors are of unequal social status. Cook (1998) has shown how Japanese speakers manipulate the use of clause‐final politeness in order to index particular stances in specific moments of ongoing verbal interaction. Using naturally occurring all‐male informal conversations, this paper examines the use of clause‐final politeness as marked by the presence or absence of the verb ending ∼masu[+politeness] by Japanese men in the Kansai (Western) region. The data provide a deeper understanding into how men exploit linguistic structures such as politeness, at the everyday local level, to create, maintain, and manage particular identities and/or stances.     

Shared spaces,shared structures: Latino social formation and African American English in the U.S. south

This study examines the appropriation of grammatical structures of African American English (AAE) by adolescent Latinos attending a multi‐ethnic middle school in North Carolina. The study couples quantitative variationist analysis of four ‘core’ grammatical features of AAE (invariant be, copula deletion, past‐tense copula leveling, and third‐person singular –s absence) with the findings of an ethnographic study of Latino adolescent identity in order to better understand the social processes leading to the incorporation of AAE grammar into English varieties spoken by Latinos. Results show that Latino students from across social formations make use of AAE grammatical features, but differ significantly from African American students in terms of sociolinguistic patterning. Ethnographic data shed light on linguistic data in three domains: (1) differences in use of AAE structures between male and female Latino/a students; (2) the prolific use of AAE by one gang‐affiliated student; and (3) the racial complexities within the ethnic category ‘Latino.’     

Fighting words? Joning as conflict talk and identity performance among African American preadolescents

This study examines how preadolescent African American students in Washington, D.C., used a linguistic practice called ‘joning,’ a style of verbal play similar to ritual insults, in peer interactions. Sociolinguists have focused on how children socialize each other into vernacular styles appropriate for peer group use but often assume that they disalign with social and linguistic norms for classroom behavior. Drawing from a nine‐month ethnographic study that the author conducted in an after‐school program, this article analyzes the structure and function of joning as a vernacular style of African American Vernacular English and its uses in constructing classroom identities. Joning often facilitated student learning, but it was perceived as a socially and physically risky linguistic practice because of its uses as conflict talk in the local community. Focusing on preadolescence as a key stage of language socialization, this article shows how minority students modify peer‐learned linguistic practices to pursue academic success on their own terms.     

Class Reproduction by Four Year Olds

While scholars know that young children are active if inadvertent participants in social reproduction, little has been said about how young children engage in class reproduction. Through observing in a preschool classroom with a class diverse student body, I show that preschoolers are already class actors, performing class through their linguistic styles. Upper-middle-class children speak, interrupt, ask for help, and argue more often than working-class children. Upper-middle-class children’s classed linguistic style effectively silences working-class students, gives them less power, and allows them fewer opportunities to develop their language skills. The children’s linguistic class performances have immediate consequences and potential future implications for class reproduction.     

In other words: Language mixing,identity representations,and third space1

This paper analyzes the use of Hindi in English newspapers in India to argue that code‐switching creates a discursive space – a third space ( Bhabha 1994 ) – where two systems of identity representation converge in response to global‐local tensions on the one hand, and dialogically constituted identities, formed through resistance and appropriation, on the other. The results of the analysis of data show that code‐switching: (1) reflects a new socio‐ideological consciousness; (2) yields a new way to negotiate and navigate between a global identity and local practices; and (3) offers a new linguistic diacritic for class‐based expressions of cultural identity. Based on these results, I conclude that code‐switching, as linguistic hybridity, is a third space where social actors (re‐)position themselves with regard to new community‐practices of speaking, reading, and writing. It is in this space that actors are presumed to have the capacity to synthesize, to transform: code‐switching serves as a visible marker of this transformation.     

Aspects of conversational style—linguistic versus behavioral analysis

Skinner’s functional analysis of verbal behavior has been contrasted with formal linguistic analysis which studies the grammatical structure and “meaning” of verbal response-products, regardless of the circumstances under which they are produced. Nevertheless, it appears that certain areas of linguistic analysis are not entirely structural. In her recent books That’s Not What I Meant (1986) and You Just Don’t Understand (1990), the linguist Deborah Tannen purports to explain how people exhibit different “conversation styles”—that is, how they speak and achieve effects on listeners in different ways. There are indications, however, that the linguistic model may not be the most functional and precise one that could be used in analyzing conversational style. This paper takes concepts presented in Deborah Tannen’s book That’s Not What I Meant (1986), analyzes them from a linguistic and a behavioral perspective, and compares the relative utility of the two approaches.

     

Grieving for mestizaje: alternative approaches to Maya identity in Yucatan,Mexico

This article takes as its point of departure the highly contested theoretical terrain of ‘Maya’ identity in Yucatan, Mexico. Set in the physical terrain of a state psychiatric hospital, this article uses a framework of identity culled from the narrative of a young woman, ‘Claudina’, committed to its wards, to argue that being ‘in-between’ categories of ethnic identity, an experience she characterises as a painful sense of ambiguous loss, can be fruitfully analysed using an analytical framework of ethnic identity introduced by Claudina herself. Specifically, I argue that categories of identity culled from Claudina's story – mestizaje and elegancia – represent a valuable opportunity to think about how power dynamics and relationships operate in situations of ambivalent identities and social suffering. To this end, I use Claudina's language as a point of departure for understanding the lived experience of everyday life in Yucatan today.     

From sociolinguistic variation to socially strategic stylisation1

This article investigates the indexical relation between language, interactional stance and social class. Quantitative sociolinguistic analysis of a linguistic variable (the first person possessive singular) is combined with interactional analysis of the way one particular variant (possessive ‘me’, as in Me pencil's up me jumper) is used by speakers in ‘stylised’ interactional performances. The aim of this analysis is to explore: (1) how possessive ‘me’ is implicated in the construction and management of local identities and relationships; and (2) how macro‐social categories, such as social class, relate to linguistic choice. The data for this analysis comes from an ethnographic study of the language practices of nine‐ to ten‐year‐old children in two socially‐differentiated primary schools in north‐east England. A secondary aim of the article is to spotlight the sociolinguistic sophistication of these young children, in particular, the working‐class participants, who challenge the notion that the speech of working‐class children is in any way ‘impoverished’.     

Attribute networking: A technique for modeling social perceptions1

An original, network‐based technique is presented for modeling community members’ conceptions of local social space. Social categories derived from the model are used to investigate the social meaning of linguistic variation. The technique is first explained and then demonstrated using linguistic and ethnographic data from Worthington, Ohio, a Columbus suburb. Two linguistic variables are analyzed: (1)/l/ vocalization; and (2) the phonetic realization of the before vowel‐initial words. The results are discussed in the context of Columbus‐area urban sprawl and its perceived threat to Worthington's distinctiveness.     

What does it mean to be a girl with qizhi?:Refinement,gender and language ideologies in contemporary Taiwan1

This study investigates the relationship between ideologies of language and gender as manifested through sociolinguistic interviews conducted on college campuses in Taiwan. The interviews consistently and systematically revealed the use of a term, qizhi– roughly equivalent to ‘refined disposition.’ This paper examines the implications of this preoccupation. Through an examination of the contextual use of qizhi, this study shows that, first, qizhi is commonly associated with a range of social practices, among which linguistic practices play a significant role. Second, qizhi is often used to describe, evaluate, and further regulate women's ways of speaking, although its use is not gender exclusive. Third, common linguistic varieties in Taiwan, such as Mandarin, Taiwanese, and Taiwanese‐accented Mandarin, are associated with qizhi to varying degrees. This study demonstrates how talk centered on qizhi serves as a meeting ground of social evaluation, linguistic and discursive practices, gender ideologies, and language ideologies.     

Rhotacization and the ‘Beijing Smooth Operator’: The social meaning of a linguistic variable1

Recent sociolinguistic studies on style have focused much attention on the construction of social meaning in situated discursive practices. Despite a general recognition that the linguistic resources used are often already imbued with social meanings, little research has been done on what these meanings may be. Focusing on rhotacization, a sociolinguistic variable in Beijing Mandarin, this article explores its imbued social meanings and sociocultural associations. I demonstrate that rhotacization takes on semiotic saliency through co‐occurrence with key Beijing cultural terms and frequent use in written representations of authentic Beijing‐ness. Furthermore, this feature is associated with the ‘Beijing Smooth Operator,’ a salient male local character type, and is ideologically construed as reflecting its characterological attributes. The findings of this study shed light on the meaning potential of a linguistic variable, rhotacization in this case, which can enhance understanding of the possibilities and constraints for its use and meaning in new contexts.     

A Broader View of Language in School: Research from Linguistic Ethnography

Arguing that educational research into language and literacy has neglected the social and cultural dimensions of children’s language use, this article presents a review of recent research from linguistic ethnography which combines close attention to children and teachers’ language use with an analysis of context and social practice. This research reemphasises the complex role of language in children’s socialisation and learning and the importance of recognising connections and disjunctions between children’s language and literacy practices in and outside school, the influence of societal patterns of linguistic inequality and children and young people’s uses of language among themselves.     

Race scholarship “with,by, and for” children: How critical youth studies can inform research on race

Children's perspectives on race and their own racialized experiences are often overlooked in traditional social scientific race scholarship. From psychological and child development studies of racial identity formation, to social psychological survey research on children's racial attitudes, to sociological research conducted on children in order to quantify racially disproportionate child outcomes, the unique perspectives of young people are often marginalized. I explore some of the key themes in existing sociological and psychological research involving race and young people and demonstrate the important contributions of this expansive body of scholarship but also highlight limitations. I argue that when it comes specifically to the sociological study of young people and race, much can be learned from an emerging field known as “critical youth studies.” Further, I argue that more research on race that, as Kate Telleczek (2014, p. 16) describes, is “with, by, and for” young people, grounded in the epistemological and methodological tenants of critical youth studies, can lead to new sociological understandings of race and childhood, serve to inform public policies and practices intended to improve children's lives, and provide a platform for young people to express their own concerns and ideas about the racialized society in which they live.     

In Whose Interest? Women Organizing on the Waterfront – St. John's,Newfoundland, 1948

In 1948, female fish and blueberry processors formed the Ladies' Cold Storage Workers Union in Job Brothers fish plant, St. John's, Newfoundland. This was accomplished in the context of structural and social change in the Newfoundland fishery that altered the social relations of paid work for the women. Literature on unionization generally assumes it to be a positive event for women workers, but closer examination of specific instances raises questions about economic, social and ideological conditions shaping experiences of unionization. Whose interests were served by the formation of the Ladies' Cold Storage Workers Union and how did women engage with “their union” in this moment?     

Indexicality and experience: Exploring the meanings of /aw/‐monophthongization in Pittsburgh1

In this paper we test the hypothesis that monophthongal /aw/ is semiotically associated with local identity in Pittsburgh. We compare results of an experimental task that directly elicits participants' sense of the indexical value of /aw/‐monophthongization with the occurrence of this variant in the same people's speech. People who hear monophthongal /aw/ as an index of localness are unlikely to have this feature in their own speech, and many of the people who do monophthongize /aw/ do not associate this variant with localness. Exploring how four of these participants talk about this feature and its meanings, we show that the indexical meanings of speech features can vary widely within a community, and we illustrate the danger of confusing the meaning assigned by hearers to a linguistic form with the meaning users would assign to it. We suggest that a phenomenological approach, attending to the multiplicity and indeterminacy of indexical relations and to how such relations arise historically and in lived experience, can lead to a more nuanced account of the distribution of social meanings of variant forms than can studies of perception or production alone.     

Voice,authenticity and ethical challenges: the participatory dissemination of youth-generated visual data over social media

Using the theoretical frameworks of childhood studies and visual ethics, this article explores ethical ways of engaging children and young people in disseminating self-generated visual data (‘participatory dissemination’) over social media. The discussion draws on a research project carried out with a group of young people in an underserved community in South Africa. The project was an educational intervention that aimed to enable the participants to bring out their experiences with the HIV and AIDS pandemic in South Africa and to reflect on related issues through participatory video making. The methodological focus was on exploring visual ethics in the context of participatory dissemination. Despite a growing interest in social media, few studies have been conducted in relation to ethics in using social media as an outlet to disseminate visual data created by young people. This article contributes to addressing this knowledge gap. It is argued that (1) the process of remaking visual data can enhance the ethics of dissemination by offering young participants an opportunity to reflect on self-representation more carefully and (2) the verbal contextualisation of participant-generated visual data can contribute to a further clarification of young people’s ideas, thereby making dissemination more ethical. I am cautious, however, to overstate the significance of disseminating young people’s verbal and visual expressions without researchers’ discretion because such expressions may contribute to stigmatising the young people.     

A Functional Analysis of Gestural Behaviors Emitted by Young Children With Severe Developmental Disabilities

Many children with severe developmental disabilities emit idiosyncratic gestures that may function as verbal operants (Sigafoos et al., 2000). This study examined the effectiveness of a functional analysis methodology to identify the variables responsible for gestures emitted by 2 young children with severe developmental disabilities. Potential verbal operants for each participant were functionally analyzed using a multi-element design. Results indicate that gestures were maintained by access to tangible items or the delivery of information about novel stimuli. This study extends the use of functional analysis to identify conditions under which children with developmental disabilities emit gestural verbal behavior.     

Youth,activism, and social movements

There has been considerable debate over the extent and role of young people's political participation. Whether considering popular hand‐wringing over concerns about declines in young people's institutional political participation or dismissals of young people's use of online activism, many frame youth engagement through a “youth deficit” model that assumes that adults need to politically socialize young people. However, others argue that young people are politically active and actively involved in their own political socialization, which is evident when examining youth participation in protest, participatory politics, and other forms of noninstitutionalized political participation. Moreover, social movement scholars have long documented the importance of youth to major social movements. In this article, we bring far flung literatures about youth activism together to review work on campus activism; young people's political socialization, their involvement in social movement organizations, their choice of tactics; and the context in which youth activism takes place. This context includes the growth of movement societies, the rise of fan activism, and pervasive Internet use. We argue that social movement scholars have already created important concepts (e.g., biographical availability) and questions (e.g., biographical consequences of activism) from studying young people and urge additional future research.     

Discourse variation,grammaticalisation and stuff like that1

General extenders (such as and stuff) are analysed here in the speech of adolescents from three English towns. There were no consistent patterns of gender or social class variation in their use, but a clear social class difference in the use of certain forms, with and that favoured by the working‐class speakers and and stuff and and things preferred by the middle‐class adolescents. The most frequent forms were analysed in terms of phonetic reduction, decategorisation, semantic change and pragmatic shift, changes that together make up the process of grammaticalisation. And that and and everything were the most grammaticalised, followed by or something, with and stuff and and things lagging behind. The multifunctionality of the general extenders caused problems for a rigorous analysis of their pragmatic functions. The paper argues that we must consider their functions within the local contexts in which they occur, to take account of their interaction with other linguistic forms. It is also important to avoid generalising about their functions and, instead, to prioritise the fact that as pragmatic particles they are multifunctional. In this data the general extenders had functions in every communicative domain, often simultaneously. The implications for the quantitative analysis of discourse forms are also considered.